The Effectiveness of English-Only Instruction on EFL Learners’ Speaking Skill: An Experimental Study at Trust Step International School, Tripoli

Abstract

This study examines the effectiveness of English-only instruction in enhancing the speaking skills of EFL learners. The research was conducted at Trust Step International School in Tripoli and employed an experimental pre-test/post-test design to evaluate the impact of exclusive English use on students’ oral performance. A sample of 20 EFL students participated in a three-month instructional intervention delivered entirely in English. Data were collected through standardized speaking tests administered before and after the intervention and evaluated using an analytic speaking rubric measuring fluency, accuracy, pronunciation, and vocabulary. The results demonstrated a statistically significant improvement in overall speaking performance, with notable gains in fluency, confidence, and communicative effectiveness. These findings highlight the pedagogical value of English-only instruction in promoting active language use and improving oral proficiency. The study also discusses practical implications, implementation challenges, and provides recommendations for teachers, school administrators, and educational institutions seeking to enhance speaking instruction in EFL contexts. Keywords: English-only instruction, Speaking skill development, EFL learners, Oral proficiency, Fluency and accuracy, English as a Foreign Language.